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Curricular information is subject to change
On completion of this module students should have:
- Familiarity with a variety of queer and trans literary and aesthetic modes and uses of genre and form;
- Awareness of major currents in queer, feminist and trans theories and methods of analysis and the ability to apply these in their analysis of literary texts;
- Awareness of how class, race, migration, place, and historical location inflect and shape understandings, regulations, and narratives of gender and sexuality;
- Awareness of how queer, trans and feminist literary narratives have contributed to queer, trans and feminist social movements;
- Awareness of how historical and cultural contexts shape the expression & regulation of gender and sexuality;
- Ability to discuss complex ideas in class and in written assignments;
- Ability to analyse texts with attention to contexts and conceptual frames;
- Ability to write an extended essay on a topic related to the module.
Indicative primary reading:
Audre Lorde, Zami: A New Spelling of My Name (1982)
Jeanette Winterson, Oranges Are Not the Only Fruit (1985)
Leslie Feinberg, Stone Butch Blues: A Novel (1993)
Shyam Selvadurai, Funny Boy (1994)
Shani Mootoo, Cereus Blooms At Night (1996)
Imogen Binnie, Nevada (2013)
Kai Cheng Thom, Fierce Femmes and Notorious Liars: A Dangerous Trans Girl’s Confabulous Memoir (2016)
Akwaeke Emezi, Freshwater (2018)
Bernadine Evaristo, Girl, Woman, Other (2019)
Student Effort Type | Hours |
---|---|
Lectures | 24 |
Specified Learning Activities | 76 |
Autonomous Student Learning | 100 |
Total | 200 |
Not applicable to this module.
Description | Timing | Component Scale | % of Final Grade | ||
---|---|---|---|---|---|
Essay: FInal essay and essay proposal | Coursework (End of Trimester) | n/a | Graded | No | 60 |
Assignment: Mid-term close reading exercise | Unspecified | n/a | Graded | No | 25 |
Continuous Assessment: Three posted discussion questions classroom discussion |
Throughout the Trimester | n/a | Graded | No | 15 |
Resit In | Terminal Exam |
---|---|
Spring | No |
• Feedback individually to students, on an activity or draft prior to summative assessment
• Feedback individually to students, post-assessment
• Peer review activities
Feedback in class on discussion posts; individual feedback on mid-semester assignment, building to final essay proposal with individual consultation and feedback prior to completing the final essay